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CHAPTER I

INTRODUCTION

1.1 INTRODUCTION

Education in a democracy emphasizes the freedom, dignity of the individual, responsible

citizenship, economic efficiency, self-realization and equality of opportunities. Right To

Education (RTE) is a universal human right as mentioned in Article 26 (I) of universal

declaration of human rights. From this point of view, on no grounds can any individual

be denied the RTE. Moreover, the right of all children to develop to their maximum

potential is inherent in the philosophy of democracy. The landmark passing of RTE Act

2009 marks a historic moment for the children of India as its gives guarantee to their right

to quality elementary education by the state. RTE provides a ripe platform to reach the

unreached, with specific provisions for disadvantaged groups including Children with

Disability (CwD). The Indian Education Commission (1964-66) also recommended the

education of CwD in regular schools. The National Policy on Education (NPE, 1986)

focused special attention on the education of CwD for achieving the goal of Education

For All (EFA). The urgency of the need to educate and rehabilitate to the Persons with

Disability (PwD) is not only based on altruistic and humanistic motive, but it also has an

economic and political dimension. The uneducated and untrained CwD grow up into

adults who are economically dependent and this influences the quality of life. It becomes

imperative, therefore to train them in some kind of vocation which enables the PwD to

become economically independent. In order to understand the present status of the

education of the CwD in India, it is essential to know the concept of disability, meaning,

history and concept of ‘Special Education’.

1.2 CONCEPT OF DISABILITY

In India different definitions of disability conditions have been introduced for various

purposes such as PwD Act (1995), Population Census and National Sample Survey

Organization (NSSO). Census of India (2001) used its own version of definitions of

disabilities and defined five types of disabilities:- (i) seeing, (ii) speech, (iii) hearing, (iv)

movement, and (v) mental whereas NSSO (2003) in its 58th

round defined five types of

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disabilities viz. mental, visual, hearing, speech and locomotor. The definitions adopted by

the Census and NSSO were based on social model whereas the definitions given in PwD

Act (1995) was based on medical model. The medical model is based on various criteria

of ascertaining abnormality or pathologic conditions of persons, whereas, there is no

standardization for evaluating disability in social model due to absence of a proper

conceptual framework. In common parlance, different terms such as disabled,

handicapped, crippled, physically challenged, are used inter-changeably, indicating

noticeably the emphasis on pathologic conditions. There is variance in definitions of

different kinds of disabilities, but through the PwD Act (1995) which is built upon the

premise of equal opportunity, protection of rights and full participation, it provides

definitions of disabled person as a person suffering from not less than forty per cent of

any disability as certified by a medical authority (any hospital or institution, specified for

the purposes of this Act by notification by the appropriate Government). As per the act

"Disability" means - (i) Blindness; (ii) Low vision; (iii) Hearing impairment; (iv)

Locomotor disability; (v) Leprosy-cured; (vi) Mental retardation and (vii) Mental illness.

The definitions of these disabilities given in act are presented below.

1.3 DEFINITIONS OF DISABILITIES

The definitions of various disabilities given in PwD Act (1995) were not found to be

useful for enumerating the disabled population, particularly in Population Census process

but these definitions are useful for education purpose as it is based on the medical model

which is followed by educational institutes for admitting Students with Disability (SwD).

The definitions of various disabilities mentioned in PwD Act (1995) are given as follows.

• Blindness refers to a condition where a person suffers from any of the following

conditions:

(i) Total absence of sight.

(ii) Visual acuity not exceeding 6/60 or 20/200 (snellen) in the better eye with

correcting lenses.

(iii) Limitation of the field of vision subtending an angle of 20 degree or worse.

• Person with low vision means a person with impairment of visual functioning even

after treatment or standard refractive correction but who uses or is potentially

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capable of using vision for the planning or execution of a task with appropriate

assistive device. The following table 1.1 presents the categories of visual

impairment.

Table 1.1: Categories of Visual Impairment

Category

Corrected

Visual Acuity-

Better Eye

WHO Definition Indian

Definition Standard* Working#

0 6/6-6/18 Normal Normal Normal

1 <6/18-6/60 Visual

Impairment Low Vision Low Vision

2 <6/60-3/60 Severe Visual

Impairment Low Vision Blind

3 <3/60-1/60 Blind Low Vision Blind

4 <1/60-PL Blind Low Vision Blind

5 NPL Blind Total Blindness Total Blindness (World Health Organization - WHO, 1992)

* The standard WHO definition is solely based on visual acuity and does not take into account

functional vision.

# The working definition is solely used for reporting purposes and should not be used for

eligibility of services.

• Hearing impairment means loss of sixty decibels or more in the better ear in the

conversational range of' frequencies. The following table 1.2 shows the categories

of hearing impairment.

Table 1.2: Categories of Hearing Impairment

Category Type of

Impairment

DB Level

(in better ear)

Speech

Discrimination

(in better ear)

% of

Impairment

I Mild 26-40 Db 80–100% <40%

II Moderate 41-55 Db 50-80% 40-50%

III Severe 56-70 Db 40-50% 50-75%

IV Total Deafness No hearing No discrimination 100%

Near Deafness 91 Db & above No discrimination 100%

Profound 71-90 Db <40% 75-100% (Source: Ministry of Social Justice and Empowerment - MSJE)

• Locomotor disability means disability of the bones, joints muscles leading to

substantial restriction of the movement of the limbs or any form of cerebral palsy.

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• Leprosy cured person means any person who has been cured of leprosy but is

suffering from-

(i) Loss of sensation in hands or feet as well as loss of sensation and paresis in the

eye and eye-lid but with no manifest deformity.

(ii) Manifest deformity and paresis; but having sufficient mobility in their hands

and feet to enable them to engage in normal economic activity.

(iii) Extreme physical deformity as well as advanced age which prevents him from

undertaking any gainful occupation, and the expression "leprosy cured" shall

be construed accordingly.

• Mental retardation means a condition of arrested or incomplete development of

mind of a person which is specially characterized by sub normality of intelligence.

The categorization of mental retardation, on the basis of IQ levels has been done in

the following manner:

(i) Mild IQ 50-70

(ii) Moderate IQ 35-49

(iii) Severe IQ 20-34

(iv) Profound IQ under 20

• Mental illness means any mental disorder other than mental retardation.

1.4 CATEGORIES OF DISABILITY

The WHO (1980) has defined the terms ‘Handicap”, ‘Impairment’ and ‘Disability’

through the publication of the International Classification of Impairments, Disabilities

and Handicaps (ICIDH), which is a manual of classification relating to the consequences

of diseases. The ICIDH proposes the concepts and definitions of Impairment, Disability,

Handicap and Diseases, the relation between these dimensions.

Impairment: According to ICIDH, impairment is any loss or abnormality of

psychological, physiological or anatomical structure of functions generally taken to beat

organ.

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Disability: Disability has been defined as any restriction or lack of ability to perform an

activity in the manner or within the range considered normal for a human being,

generally taken to be at the level of the individual. It denotes the consequences of

impairment in terms of functional performance and activity by the individual.

Handicap: The ICIDH defines Handicap as disadvantages for an individual resulting

from an impairment or disability that limits or prevents fulfillment of a role that is normal

for that individual.

Disease � Impariment � Disability �Handicap

ICIDH Model (WHO, 1980)

In 2001, WHO issued the International Classification of Functioning, Disability and

Health (ICFDH) which distinguishes between body functions (physiological or

psychological, e.g. vision) and body structures (anatomical parts, e.g. the eye and related

structures). Impairment in bodily structure or function is defined as involving an

anomaly, defect, loss or other significant deviation from certain generally accepted

population standards, which may fluctuate over time (WHO, 2002). Since an individual’s

functioning and disability occur in a context, the ICFDH also includes a list of

environmental factors. The ICFDH lists following nine broad domains of functioning

which can be affected (WHO, 2002).

• Learning and applying knowledge

• General tasks and demands

• Communication

• Mobility

• Self-care

• Domestic life

• Interpersonal interactions and relationships

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• Major life areas

• Community, social and civic life

The ICF was officially endorsed by all 191 WHO member states in the 44th World Health

Assembly through the resolution 54.21 on 22 May 2001.

1.5 CHARACTERISTICS OF YOUNG CwD

The CwD exhibit certain characteristics that are making them different from the normal

children. Category wise characteristics are listed below:

1.5.1 Children with Mental Retardation (CwMR):

• Exhibits a slow rate of learning

• Exhibits difficulty with memory (remembering)

• Is not an incidental learner (does not learn by observing others)

• Exhibits delays in expressive and receptive language development (diminished

vocabulary late in language production)

• Exhibits overly aggressive behavior

• Self-stimulatory and/or self-injurious behaviour

• Experience sleep disturbances

• May be described as an imitable/fussy infant/toddler

• Withdrawn, noncompliant or aggressive

• Limited attention span

• Easily distracted

• Exhibits impulsive behaviour

1.5.2 Children with Visual Impairment (CwVI):

• Eye does not react to light sources

• Seems inattentive to visual stimuli, unless in close proximity or only when a

sound (noise) accompanies visual stimuli

• Does not gaze (or visually explore) surroundings

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• Does not attend or track (visually follow) a moving object

• Eyelids are red, encrusted, watery, or swollen

• Eye has a visible abnormality (i.e. drooping eyelid)

• Appears to be excessively sensitive to light

1.5.3 Children with Hearing Impairment (CwHI):

• Failure to exhibit a startle response (eyes blinking, rapid increase in sucking,

whole body movement)

• Failure to localize (turn head or rotate eyes in the direction of a sound source)

• Failure to discriminate voices (startles cries at the sound of a familiar adult,

doesn’t show preferences for familiar adult)

• Presence of ear discharge or persistent ear infections

• Pulling of ear(s)

• Delay in language, does not imitate sounds, words)

1.5.4 Children with Orthopaedic Impairment (CwOI):

• Structural abnormalities (presence of a physical abnormality that impacts motor

development or movement)

• Motor dysfunction (abnormal reflex patterns, lack or coordination of movements

for age, occurrence of repetitious motor patterns or unexplained pauses in motor

movement, poor balance, poor muscle tone)

• Delays in motor development (fails to meet developmental milestones at

appropriate age, such as head control, rolling over, trunk control, sitting, pull to

stand, creeping, etc.)

• Motor regression (motor or muscle tone appears to be deteriorating instead of

becoming more mature and sophisticated)

• Neurological dysfunction (abnormalities in sucking behaviour, grasping, posture,

reflexes, muscle tone. Delays in locomotion)

(Source: Mangal, S. K. (2009), Educating Exceptional Children: An Introduction to Special Education)

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For very long time CwD were taught to be incapable of receiving education. In our

country, we were practically at the stage of special education till the early 1980. CwD

were, by and large, excluded from the general education system. Education of PwD was

confined to special education only. The meaning, definition, aim, principles and origin of

special education has been presented below.

1.6 MEANING AND DEFINITION OF SPECIAL EDUCATION

According to the theory of individual difference, there are many factors specific to each

individual which are related to his/her learning, academic achievement and development.

Some individuals can learn very fast but some cannot learn very fast but with suitable

teaching-learning inputs they can learn the prescribed tasks, may be over a relatively

longer time span. These individuals have special learning needs due to their learning

problems arising out of physical or psychological deficit. Due to significant

developments in medical science, technology and education, the individual with special

learning needs can also be educated using special instructional methodology,

instructional material, learning aids and equipment specific to their special learning

needs. It also requires additional teaching competencies in the teachers. These special

learning needs have given rise to the component of education known as Special

Education. Special Education, therefore, is that component of education which employs

special instructional methodology, instructional materials, learning-teaching aids and

equipment, and special teaching aid managerial competencies to meet educational needs

of PwD (Janigra and Mukhopadhyay, 1991).

Hallhan and Kauffman (1991) defines special education as specially designed instructions

which meet the usual needs of children. This specially designed instruction may require

special materials, teaching methods and technical equipment facilities.

Thus, special education is distinguished from usual educational provisions in terms of

specific objectives, assessment, specialized content, instructional materials and methods

of evaluation and evaluation procedure. For example,

• CwVI may require reading materials in large print or Braille.

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• CwHI may require hearing aid, auditory training, lip reading etc.

• CwOI may require wheel chairs and removal of architectural barriers.

• CwMR may need skill training, related service such as special transportation,

medical and psychological assessment, physical and occupational therapy and

counseling may be required if special education is to be effective.

1.7 AIM AND OBJECTIVES OF SPECIAL EDUCATION

The aim of special education is to help individuals to develop fully according to their

unique needs. The CwD to be systematically taught those skills for independent living

which are learnt naturally by other children of their age.

Rajkumari and Sundari (2004), in their book on special education mentioned that special

education has the same objectives as those of regular education like human resource

development through providing appropriate education to children, national development,

social reconstruction, civic development and vocational efficiency. In addition to these

objectives special education has certain special objectives which are given below:

(i) Early identification and assessment of special needs of CwD.

(ii) Early intervention to prevent a handicapping condition from becoming a

serious one for remediation of learning problems and compensation by

teaching the child new ways of doing things.

(iii) Parent counseling about prevention and remediation of defects, care, and

training of CwD in daily living skills, self-help skills, pre-academic skills and

communication skills.

(iv) Community mobilization and awareness of problems of CwD and their

education.

(v) Rehabilitation of the CwD which is clearly stipulated by NPE (1986/1992).

(vi) Effective living of CwD.

1.8 PRINCIPLES OF SPECIAL EDUCATION

According to Rajkumari and Sundari (2004), special education is based on the following

principles:

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(i) Individual Differences: There are inter-individual differences and intra-

individual differences. In other words, some students are very different from

most in ways that are specific regarding education, and special education is

required to meet their educational needs.

(ii) Zero Rejection: All CwD must be provided a free and appropriate education.

The school system does not have the option to accept or reject a child for

education in a regular school.

(iii) Non-discriminatory Evaluation: Students who need special education must be

clearly identified to ensure that they receive appropriate services. Each student

must receive a full individual examination before being placed in a special

education programme with tests required at intervals to assess his/her progress

and difficulties in learning.

(iv) Individualized Education Programme: Students with special needs require

individualized education programme either in a resource room or a special

class in the regular school for some part of the day. Such education must match

with their current level of functioning and their special needs.

(v) Least Restrictive Environment: As much as possible, CwD must be educated

with children with no-disability in the regular classroom. The regular

classroom provides the least restrictive environment for CwD.

(vi) Special Process: The process implies that the parents of CwD have the right to

evaluate the efforts of the school system to identify and assess the CwD, to

modify the programme of the school to meet the special needs of these children

and, if they are not satisfied with the programme of the school, they have the

right to withdraw their children from that school for a better programme in any

other educational institution.

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(vii) Parental Participation: Special education can be made effective if parents

participate actively in the educational programme designed for CwD.

1.9 ORIGIN OF SPECIAL EDUCATION

Universally in the past, PwD were viewed as bad omens, and were prevented from

participating in the activities necessary for survival. They were excluded from the

purview of normal educational experiences. They were treated as defective and hence

unfit to profit from regular schools and facilities.

In the early nineteenth century, the idea of democracy, individual freedom and

egalitarianism that swept in the west and advances in learning theory and technology

have contributed to the emergence of optimistic attitude towards these people.

Globally, special education has evolved through five stages.

(i) The first stage refers to the stage of neglect.

Disability was viewed as punishment for past sins and nobody wanted to

interfere in the justice meted out to PwD by God.

(ii) The second stage refers to the stage of pity and compassion.

During this stage, the PwD were protected and pitied especially, by the

religious institutes to reduce misery and pain.

(iii) The third stage refers to the stage of special school.

The innovation of Braille and efforts of doctors, psychologists and educators

for education and training of PwD encouraged establishment of schools for

CwD. Segregation continued to be the watch world in special education.

(iv) The fourth stage refers to the stage of mainstreaming and integration

Mainstreaming and integration of CwD in general schools had received

attention as a part of the normalization movement. As a reaction to

categorization and labeling the artificial boundaries of general and special

education came under the scrutiny in the fifth stage.

(v) The fifth stage refers to the stage of development of the concept of special

needs.

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The concept of special needs is based on the premise that most of the students

encounter special needs in some learning activities at sometime. The teachers and the

schools should be prepared in a way that all (children with no-disability and CwD) are

able to learn to their fullest potential. All children are considered special. The ultimate

goal should be to have ‘education’ and not ‘general’ or ‘special education’.

1.10 DEVELOPMENT OF SPECIAL EDUCATION IN OTHER COUNTRIES

The historical roots of special education are found in Europe and America primarily in

the nineteenth century however systematic efforts to provide special education to CwD

started in the tenth century. The important ideas in special education found their way

from Europe to America. Many Europeans and American physicians and educators like J.

M. G. Itard, Samuel Gridley Howe, E. Seguin, T. H. Gallaudet, Sigmund Freud, Phillipe

Pinel and Ann Sullivan contributed greatly to the development of special education.

The sensational discoveries and revolutionary ideas of Itard, Seguin and their successors

during the nineteenth century formed the foundation for present day special education is

as follows:

(i) Individualised instruction for the CwMR.

(ii) A carefully sequenced series of educational tasks for the CwMR.

(iii) Emphasis on stimulation.

(iv) Meticulous arrangement of the child’s environment.

(v) Immediate reward for correct performance.

(vi) Tutoring in functional skills.

(vii) A belief that everyone should be educated to the greatest extent possible.

(viii) An assumption that every child can improve to some degree.

Special education services expanded rapidly after World War II both in numbers and

types of children served. Legislative measures, parental involvement, early education or

pre-school education for CwD all took off, including the education of those suffering

from cerebral palsy, the learning disabled and the physically handicapped. By the 1970s

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facilities were available for all categories of the handicapped in the advanced countries of

the world and after 1981 in the developing counties.

Vocational rehabilitation, occupational therapy, physical therapy were brought into the

services for the handicapped. Expanded technology, use of computers, transportation

devices, learning and visual aid technology, telecommunication systems, tele-typewriters

for the deaf all came into use. Talking boons for the blind, which convert print into

vibrating images that can be read with fingers, were invented. The Kurzwell Reading

Machine which converts print into spoken English, mobility aids etc. have further

revolutionized the education of the CwD.

1.11 INTERNATIONAL POLICIES FOR THE PwD

1.11.1 United Nations Educational, Scientific and Cultural Organization

(UNESCO) and the Education for the CwD

In 1946, the general conference adopted a resolution to introduce special education into

UNESCO’s regular programme. UNESCO thus joined the other United Nations (UN)

specialized agencies in the rehabilitation field, namely International Labour Organization

(ILO) which takes care of the vocational aspects of rehabilitation and WHO which takes

care of medical aspects.

In 1994, UNESCO, the UN’s Education Agency, published the Salamanca Statement, a

declaration on the education of CwD, which called for inclusion to be the norm,

representatives of ninety two governments including India and twenty five international

organizations agreed on it.

UNESCO’s statement is unequivocal in asking the international community to endorse

the approach of inclusive schooling: ‘We call upon all Governments, and urge them to

adopt as a matter of law or policy the principle of inclusive education, enrolling all

children in regular schools, unless there are compelling reasons for doing otherwise.’

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1.11.2 Education for All Handicapped Children (EFAHC) Act (1975), United States

(US)

The EFAHC Act now called as Individuals with Disabilities Education Act (IDEA,

2004), became law in 1975, is referred to as Public Law (PL) 94-142. In US the

fourteenth amendment to US constitution guarantees equal protection for all citizens

under law. Civil rights movements in 1950s, and 1960s for the handicapped resulted in

legislation guaranteeing that the CwD can no longer be denied appropriate educational

services. PL 94-142 is said to be landmark legislation. The major features of the law are:

• Free, appropriate public education to be provided for all CwD.

• School system to provide protective safeguards to protect the rights of CwD

and their parents.

• Handicapped to be educated with non-handicapped to the maximum extent

possible.

• An Individualized Education Programme (IEP) to be developed and

implemented for each child with disability, and

• Parents of handicapped children to play an active role in the process used to

make any educational decision about their CwD.

1.11.3 The Warnock Committee Report (1978), United Kingdom (UK)

British parliament appointed the Warnock Committee to review the educational

provisions for the children and Youth with Disability (YwD) in England, Scotland and

Wales. The Committee recognized a continuum of special education needs from mild to

severe and profound, in a single school population.

1.11.4 UN standard rules on the equalization of opportunities for PwD (1993)

These Rules set an international standard for policy making and action covering PwD.

They give powerful support for the development of inclusive education for CwD

worldwide. In order to implement inclusive education, countries should have a ‘clearly

stated policy’ that is understood at a school level and in the wider community.

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States should recognize principles of equal educational opportunities for children, young

people and adults with disabilities, in integrated settings. Rule 6, covering education, says

that states should ensure that the education of PwD is an integral part of the education

system and it call for:

• Buildings to be accessible,

• Interpreter and other support services,

• Parents and organizations of PwD to be involved in the education process,

• A flexible curriculum plus additions and adaptations for SwD, and ongoing

teacher training.

1.12 DEVELOPMENT OF SPECIAL EDUCATION IN INDIA

Some major themes have dominated the history of education for the CwD in India. First,

the belief that the CwD require distinct schools to cater their special needs and secondly

that the regular educational system should be sensitized and equipped to accommodate

the PwD as far as possible. The second theme has been accepted very recently in India

and efforts are going on in this direction.

Looking back into the history of development in this field in India, one would find a

range of emotional reactions to the disabled from extermination to respect as a fellow

human being.

“The treatment given to the disabled in India is comparable to that given elsewhere

historically – they had to undergo a stage which can be described as Instinctive

Darwinism, the parental instinct provided protection and some extent of informal

education, so that the disabled could cope with their disability. (Jangira, 1986)

Next stage was Social Darwinism apparently originating from the sin theory, deep-rooted

in the Theory of Karma, by which disability came to be viewed as punishment by God for

the Karma (deeds) in the past life. The phenomenon of Social Darwinism which creped

into education in the early stages of nineteenth century and continued till the later half is

described an Educational Darwinism. It means that there was no specific provision for

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education of the PwD and the attitude was of indifference and simple “come if you can,

learn if you can, cope up if you can, repeat classes if you can’t, or stagnate as long as you

can afford.” (Jangira, 1986)

In our country, we were practically at the third stage till the first half of the eighties

recently. Education of PwD was confined to special education only. CwD were, by and

large, excluded from the general education system. Even children with mild disabilities

who could enter general schools in the absence of identification had little chance of

success due to insensitivity to their special needs. In fact the definition of

‘Universalization of Elementary Education (UEE)’ and ‘EFA’ remained incomplete,

since in practice it was ‘EFA’ minus PwD.

The later half of the eighties can be considered to be the period of movement towards the

fourth stage of development of special education in India. It was during this period that

the limitation of continuing with special education as welfare activity was realized. The

implementation of the scheme of Integrated Education for Disabled Children (IEDC) was

transferred to the education department. In addition, Project Integrated Education for

Disabled (PIED) implemented in 1987 in selected areas jointly funded by United Nations

Children’s Fund (UNICEF) and Government of India (GOI). It was during this period

that advocacy led by the National Council of Educational Research and Training

(NCERT) resulted in the consideration of special education by the National Commission

on Teacher (NCT) – 1 (1986), NPE (1986), and finally, by the Ramamurthy Committee

in 1990. It resulted in several positive outcomes. This policy laid special emphasis on the

removal of disparities and to equalize educational opportunity for the CwD. During the

nineties the need for education and training of PwD received a lot of attention. The

concern for making up for the opportunity lost under ‘EFA’ led to experimentation on

content specific modalities and struggle to secure the necessary funding from different

sources.

The Central Advisory Board of Education (CABE) Committee (1992) while reviewing

the NPE (1986) and the recommendation of the Ramamurthy Committee Report

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reiterated that education of children with physical and intellectual impairments should be

viewed as an integral component of education (GOI, 1992). The Programme of Action

(POA, 1992) suggested that a CwD can be educated in a general school only and not in

special school. Even those children who are admitted to special schools for training in

curriculum skills should be transferred to general schools once they acquire daily living

skills. The POA (1992) has rightly stressed the need for making it an essential component

of the nationally and internationally funded EFA projects. The states have been advised

to develop state plans to implement the POA 1992 (Ministry of Human Resource and

Development (MHRD), 1992). The POA (1992) for implementation of the NPE (1986)

envisages education of a sizeable number of CwD in common with other children. To

realize this objective the central government has sponsored a scheme is to place mildly

handicapped children in ordinary schools with the help of special teachers, aids and other

resources.

In pursuance of the Salamanca conference (1994) for EFA, the GOI launched District

Primary Education Programme (DPEP) where CwD are to be integrated into normal

schools and with the aim of working of curriculum, teacher training for Early Childhood

Care (ECC) including CwD. The implementation of DPEP programme in India has taken

a step forward to the policy of inclusion. It was for the first time primary education was

delinked from the state and linked with the district. Following recommendations were

made under the DPEP.

• Convergence of different agencies and Non Government Organizations (NGOs)

would be promoted.

• Teachers would receive in-service training through District Institute of

Elementary Teachers Training (DIET) and State Council of Educational Research

and Training (SCERT).

1.13 EDUCATIONAL POLICIES FOR THE CwD IN INDIA

1.13.1 Pre-Independence Scenario

The main recommendations of the Sargent Report (1944) were:

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• Provision for the handicapped should form essential part of a national system of

education and to be administered by the education department.

• Wherever Possible, CwD should not be segregated from normal children.

1.13.2 Post-Independence Scenario

The1 Education Commission, (1964-66) was the first to suggest that a serious beginning

has to be made immediately for the education of CwD. The main recommendations of the

commission were:

• Strongly recommended for including CwD into ordinary schools

• New methods and technologies developed in advanced countries can be learnt and

adopted.

• Experimentation with integrated programs urgently required.

The National Policy for Children (NPC, 1974) was designed to provide guidelines to

the Ministries of the Central Government, State Government and other agencies for an

integrated approach to child development. The main recommendations of the policy

were:

• To suggest steps for the adoption of proper legislative measures for the education

and training of PwD, publicity and action research

• To formulate the detailed action plan on education for the PwD

• To give an idea of the financial requirements for implementing the various items

of the action plan

NPE (1986) laid special emphasis on the removable of disparities and to integrate the

physically and mentally handicapped with the general community as equal partners. It

was recommended a number of measures but there were much below the desired level of

integration of special and general education, so necessary for integration of CwD in

general schools.

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The POA (1992) formulated by MHRD, GOI, took all these historical antecedents into

account and focused on an operation framework for implementing the plan of education

of PwD.

The GOI set up the Ramamurthy committee (1992) to comment upon NPE/POA

stipulations. The main recommendations of the committee were:

• Early identification of CwD and formulation of stimulation programmes for them.

• Education of the CwD who cannot be educated in general schools up to the point

when they can be integrated

• Bringing about mutual reinforcement of the pedagogies of special and general

education

The National Policy on Education Review Committee (NPERC, 1992) made very

useful recommendations relating to the modalities of implementing programmes for the

education of the PwD.

The National Policy for Persons with Disabilities (NPPwD, 2006) recognizes that PwD

are valuable human resource for the country and seeks to create an environment that

provides them equal opportunities, protection of their rights and full participation in

society. The main recommendations for the education of CwD under NPPwD were:

• Barrier free and accessible schools for all type of disability

• Medium and method of teaching will be suitably adapted to the

requirements of most disability conditions.

• Technical/ supplementary/ specialized system of teaching/learning will be

made available within the school or at a common center easily accessible

to a cluster of schools.

• Braille/talking books, appropriate disability friendly software will be made

available.

• Incentives will be given to expand facilities for setting up of general

libraries, e-libraries, Braille-libraries and talking books libraries, resource

rooms etc.

20

• National Open School and distance learning programmes will be

popularized and extended to other parts in the country.

• Sign language, Alternative and Augmentative Communications (AAC)

and other modes as a viable medium in inter personal communication will

be recognized, standardized and popularized.

• Schools will be located within easy traveling distance.

• There will be separate mechanism to review annually the intake and

retention of the girl child with disability at primary, secondary and higher

levels of education.

• Many CwD, who cannot join inclusive education system, would continue

to get educational services from special schools. Special schools shall be

appropriately re-modeled and re-oriented based on technological

development. These schools will also help in preparing CwD to join

mainstream inclusive education.

• In some cases due to the nature of disability (its type and degree), personal

circumstances and preferences, home-based education will be provided.

• Course curriculum and evaluation system for children with various

disabilities shall be developed keeping in view their capabilities.

Examination system will be modified to make it disabled friendly by

exemptions such as learning mathematics, learning only one language, etc.

Further, facilities like extra time, use of calculators, use of Clarke’s tables,

scribes etc would be provided based on the requirement.

• Educational facilities will be provided in psychosocial rehabilitation

centres for mentally ill persons.

• Many schools discourage enrolment of students on account of their

disability due to lack of awareness about the capabilities of PwD.

Programmes will be taken for sensitization of teachers, principals and

other staff members in all schools.

• Adult learning/ leisure centers for adults with severe learning difficulties

will be promoted.

21

• Three percent reservation for PwD in admission to higher educational

institutions shall be enforced.

• Universities, colleges and professional institutions will be provided

financial support to establish Disability Center to take care of educational

needs of SwD. They will also be encouraged to make classrooms, hostels,

cafeterias and other facilities in the campus accessible to SwD.

• Include a module in induction and in-service training programmes of

teachers on issues relating to management of CwD.

1.14 MAJOR LEGISLATIVE ACTS

The following legislations enacted in the nineties have significant impact on the

education and welfare of PwD in India:

� The Mental Health Act (1987) came into effect in all the states and union

territories of India in April 1993 and replaced the Indian Lunacy Act of 1912.

This Act consolidated and amended the law relating to the treatment and care of

mentally ill persons and to make better provision with respect to their property

and affairs.

� Rehabilitation Council of India (RCI, 1992) Act passed in the parliament to

regulate the training policies in the field of rehabilitation of PwD.

� The PwD (Equal opportunities, Protections of rights and full participation)

Act (1995) provides for preventive as well as promotional aspects of

rehabilitation like education, employment and vocational training, reservation and

rehabilitation.

� National Trust Act (NTA, 1999) has provisions for legal guardianship of the

four categories and enabling environment for a much independent living as

possible.

� The RTA (2002) was passed through the 86th

Constitutional Provision which is

the major piece of legislation codifying provision of the PwD Act which

recommended access of free education until the age of eighteen, integration of

Cwd in normal schools and necessary financial allocation.

22

These legal mandates have helped to shape the comprehensive National Action Plan for

Inclusion in Education of the Children and PwD (MHRD, 2005) and the NPPwD

(2006).

1.15 MAIN RECOMMENDATIONS OF THE WORKING GROUP/STEERING

COMMITTEE FOR THE WELFARE AND DEVELOPMENT OF THE

PwD SET UP BY THE MINISTRY OF WELFARE (MoW)

In the context of formulation of five year plan, working groups/steering committees have

been set-up by the planning commission to make recommendations on various policy

matters. The working group/steering committee for the welfare and development of the

PwD set up by the planning commission. MoW had given the following

recommendations during the tenth and eleventh five year plan.

1.15.1 Tenth Five Year Plan (2002-2007)

The working group of the tenth five year plan (2002-2007) recommended the following

measures for education of CwD.

• Convergence of IEDC scheme with Integrated Child Development Scheme

(ICDS) under the department under the Department of Women and Child

Development (DWCD) for early intervention and with DPEP and Sarva Siksha

Abhiyaan (SSA) for education of the CwD upto the elementary level.

• Convergence of IEDC with the special schools under the MSJE.

• Focus more on inclusive pedagogy and curriculum, training of teachers and

preparation of teaching learning material.

• Support and services by way of educational addition/special teachers.

• Research and development, advocacy and evaluation.

• Funding through the Parent Teacher’s Associations (PTAs)/Village Educational

Committees (VECs)/Management Committees of the schools with representations

of the parents of the CwD.

(source: http://planningcommission.nic.in/plans/planrel/fiveyr/10th/10defaultchap.htm)

23

1.15.2 Eleventh Five Year Plan (2007-2012)

The working group report of the development of the eleventh five year plan (2007-12)

recommended following for the PwD:

• Inclusive Education should become the idea of every school located in villages

taking care of Scheduled Castes (SC)/Scheduled Tribes (ST)/Other Backward

Class (OBC)/Handicapped.

• There is need for expansion of the IEDC scheme to cover other sectors of

disability or to have separate schemes for other sectors of disability.

• The proposed revision of IEDC Scheme should have practical applicability and

concentrate on teacher training and pedagogy.

• Allocation of Rs.3000/- per child per annum under the revised IEDC Scheme

appears too low and hence should be enhanced. The special group set up for

making specific recommendations in this regard recommended for a provision of

Rs.8.1 Crore per district as one time cost and Rs.7.06 Crores as recurring cost per

month with the assumption of 7170 CwD per district. The special group has

suggested for taking up a pilot scheme for establishing the norms.

• The kind of disabilities should be defined and graded.

• The neighbourhood schools should become disabled friendly and a policy of

inclusive system of education imbibed.

• A comprehensive scheme of establishing hostels at district level for the mentally

retarded children studying at secondary level should be conceived and

implemented.

• Financial commitment of the Government in any new scheme/product should at

least be for two five year plan periods.

• Teachers and teacher trainers should be given special training especially in

managing the CwD.

• Teachers and teacher trainers should develop a better relationship with

community, NGO and Government.

• National Council for Teacher Education (NCTE) should be actively involved in

finalization of a revised curriculum framework for teacher training.

24

• There should be barrier free facilities provided for SC, ST, Girls and CwD in all

the institutions.

• With increasing number of private institutions entering in the field of higher

education, the fees payable are observed to be too high for the disadvantaged

groups. In view of this more freeships, scholarships, free textbooks, free hostels,

subsidized facilities in institutions/hostels should be extended to this group.

• There should be subsidized loan facilities for the fees/hostel expenditure from the

financial institutions like banks etc.

• Every university should have a Disability Coordinator to look into the facilities

provided and complaints etc. so that the institutional bias and discrimination are

eliminated.

• Disabled friendly facilities should be provided in all educational institutions

within a time frame of 3-5 years. There should be substantial increases in the

funds allocation to make the infrastructure in universities and other institutes

disabled friendly. University Grant Commission (UGC) should start a Disability

Cell and this should be extended to all the universities. There should be an anti-

discriminatory authority/Ombudsman, and institutionalized system for checks and

balances and corrections required in the system.

• A programme of gender sensitization for the disabled girls/women and plan to

tackle cultural bias should be implemented.

(Source: http://planningcommission.nic.in/plans/planrel/11thf.htm)

1.16 FACILITIES OF SPECIAL EDUCATION IN INDIA

Implementing welfare schemes related to special education is being shared by Central as

well as State governments of India through the Handicapped welfare bureau. According

to Census, number of population with disability in India was 21,906,769 (2.13 % of total

population of India) in 2001. The government of India has established several special

institutes for the handicapped. There are four national institutes for four major category

of disability.

i. National Institute for Visually Handicapped, Dehradun.

ii. National Institute for Hearing Handicapped, Mumbai.

25

iii. National Institute for Orathopaedically Handicapped, Culcutta.

iv. National Institute for Mentally Handicapped, Hyderabad.

Besides these, National Institute for Rehabilitation, Training and Research at Olatpur

(Cuttack), the Institute for the Physically Handicapped at New Delhi, the School for the

Mentally Retarded Children at New Delhi and the Training Centre for the Adult Deaf at

Hyderabad also assist in implementing the various programmes related to the PwD.

These institutes have the main responsibility for training research workers, development

of designs for funding and incentive.

The NPE (1986) planned to establish 10,000 schools with alternative models of teaching

CwD like Hospital Model, Full time residential or Day School, Home bound model with

peripatetic teaching, Parti-time special schools resource room help and the like. There

were 800-1,000 special schools for blind, deaf and mentally retarded children in the 2004

(Rajkumari and Sundari, 2004). The majority of them are run by Voluntary Organizations

(VOs).

1.17 VOs WORKING FOR PwD

In the past, disability was regarded as a health and welfare issue and the government of

independent India relied heavily on Charitable Institutions to deliver basic services for

PwD. The government established the Central Social Welfare Board to assist voluntary

agencies in organizing welfare programmes. This approach continues to mark the policy

approach for the tenth five year plan. This approach goes against the spirit of constitution

and the international Human Rights Law which holds the State duty bound to, ensure

equal opportunities of Rights by all. The dependency which the welfare model creates

disempowers PwD and isolates and marginalizes them from the main stream of society.

In contrast, a human rights and development approach to disability leads to creation of

equal opportunities.

MoW funds NGOs working for the education and rehabilitation of the CwD and for

providing aids and appliances for the PwD. It may be recorded here that VOs have played

26

a major role in providing services for the PwD, at times more than the government efforts

over the years, number of such NGOs is growing and becoming more organized.

Important message to note is the role that NGOs have played in formulating the policies

and providing support to government efforts and initiating action. According to survey of

GOI (1995), there were more than 2,456 VOs in the disability area during the year 1995.

Out of them, 450 VOs were receiving grants from the Government towards their

operational costs. The majority of VOs were autonomous (GOI Directory of VOs, 1995).

The organizations working for the welfare of PwD (service provider organizations on

various aspects) are mainly:

� GOs

� NGOs

� International Organizations (IOs)

The notable GOs, NGOs and IOs working for the welfare of PwD in India are as below:

1.17.1 GOs

• Ali Yavar Jung National Institute for the Hearing Handicapped

• Institute for the Physically Handicapped

• National Institute for the Orthopaedically Handicapped

• National Institute for the Visually Handicapped

• RCI

• Office of the Chief Commissioner for PwD

• Census of India

• MSJE

• Ministry of Statistics and Programme Implementation

1.17.2 National Level NGOs

• Amar Jyoti Research and Rehabilitation Center

• Artificial Limb Manufacturing Corporation of India

• Blind People’s Association

27

• Blind Relief Association

• Concerned Action Now

• Denvar Foundation For The Blind

• Disability India Network for child development

• Disability News and Information Service

• DISHA-Center For Special Education

• Indian Handicapped Welfare Association

• Institute For Remedial Intervention Services

• Manovikas Kendra Rehabilitation and Research Institute for the Handicapped

• Mobility India

• Natioanal Association for the Blind

• Sanjeevani Seva Sangam

• Shruti Information Center

• Sweekaar Rehabilitation Institute for Handicapped

• Mainly I Love Kids

1.17.3 IOs

• Sense International

• Action Aid India

• Hope World Wide

• Christottle Blind Mission

1.18 SCENARIO OF PwD IN INDIA

An estimated ten percent of the world’s population experiences some form of disability

or impairment (WHO Action Plan, 2006-2011). The number of PwD is increasing due to

population growth, ageing, emergence of chronic diseases and medical advances that

preserve and prolong like, creating overwhelming demands for health and rehabilitation

services (Srivastava and Khan, 2008). According to the census 2001, there were 21.9

million PwD in India which was 2.13% of the total population of India. The following

table 1.3 shows age-group and disability-wise population of PwD.

28

Table 1.3: Age-group and Disability wise Distribution of the Population of PwD in

India

Type of Disability

Age Group

Total 0-14 15-59 60+

Visual 2,813,975 5,814,403 1,957,274 10,634,881

Hearing 210,804 573,781 473,942 1,261,722

Orthopaedic 1,545,873 3,510,620 10,38,510 6,105,477

Mental 534,818 1,541,841 181,691 2,263,821

Total 5,669,233 12,391,360 3,773,612 21,906,769

(Source: Census of India, 2001)

From the Table 1.3, it can be observed that out of the 21,906,769 population with

disability, Persons with Visual Impairment (PwVI) and Persons with Orthopaedi

Impairment (PwOI) constitutes about 48.5 percent and 28 percent respectively. 72,564

PwD did not respond about their age and around 56.6 percent of the total disability

population was of the age group 15-59 years. The following figure 1.1 shows the

educational status of the PwD in India.

Figure 1.1: Educational Status of the Population with Disability in India

28%

28%

17%

21%

6%Primary but below Middle

Literate but below Primary

Middle but below

Matric/Secondary

Matric/Secondary but below

Graduate

Graduate and Above

(Source: Census of India, 2001)

29

Out of the total disability population of India, 51 percent were illiterate while remained

49 percent of the population was literate. Out of total literate PwD, only 6 percent of

them had received higher education i.e. graduation and above while majority of them (56

percent) had received education upto the primary level only.

1.19 STATUS OF SCHOOL EDUCATION OF CwD IN INDIA

The children with severe disability cannot cope with the pressures of school activities

needs the facility of special schools for catering their special educational needs. Out of

total 5,86,465 villages of India, there were only 272 special schools located in 241

villages whereas out of the total 6,461 town and cities of India, a total 630 special schools

located in 334 towns and cities (Sixth All India Educational Survey-The Main Report,

1999). There was a total of 47,262 CwD enrolled in these special schools. Majority of

them i.e. 37,419 were reported in urban areas whereas only 9,843 CwD were reported in

rural areas. Out of them, 10,021 were CwVI, 17,936 were CwHI, 8556 were CwOI, 7,412

were CwMR and remaining 3,337 children were of other disabilities (Sixth All India

Educational Survey-The Main Report, 1999).

Children with mild and moderate can be educated with the normal children in general

schools by providing special facilities. For such children, the Integrated Education for

Disabled (IED) scheme has been designed. The coverage of CwD in integrated education

under PIED, IEDC, DPEP and SSA were 5800, 203146, 621760 and 1665729 CwD

respectively in the year 2006. The following table 1.4 shows the category wise

enrollment of the CwD in general elementary schools in India.

30

Table 1.4: Category wise Enrollment of CwD in General Elementary Schools of

India

Category

of

Disability

Class I-V Class VI-VIII

Boys Girls Total Boys Girls Total

VI 1,43,214 1,22,034 2,65,248 64,454 54,881 1,19,335

HI 59,990 45,700 1,05,690 27,302 21,453 48,755

OI 1,55,109 1,02,093 2,57,202 82,437 57,757 1,40,194

MR 1,19,263 83,293 2,02,556 27,926 21,247 49,173

Other 87,508 79,483 1,66,991 24,666 30,186 54,852

Total 5,65,084 4,32,603 9,97,687 2,26,785 1,85,524 4,12,309

Grant

Total 14,09,996

(Source: Tables of Statistics of School Education (2007-08), www.mhrd.gov.in/statistics_data?tid_2=156)

From the above table 1.4, it can be observed that in all over the India, a total of 14,09,996

(0.73 percent of the total 19,26,75,265 enrolled children) CwD were enrolled in general

elementary schools of India. Out of these, 7,91,869 were boys whereas 6,18,127 were

girls. The majority of them i.e. 397396 (28.18 percent) were CwOI whereas 3,84,583

(27.27 percent), 1,54,445 (10.95 percent) and 2,51,729 (17.85 percent) were CwVI,

CwHI and CwMR respectively.

Table 1.5: Category wise Enrollment of CwD in General Secondary and Higher

Secondary Schools of India

Category

of

Disability

Class IX-X Class XI-XII

Boys Girls Total Boys Girls Total

VI 11,446 9,448 20,894 3,144 2,094 5,238

HI 5,119 3,875 8,994 1,255 670 1,925

OI 17,880 11,230 29,110 6,383 3,614 9,997

MR 1,899 1,253 3,152 367 248 615

Other 5,458 3,365 8,223 2,160 830 2,990

Total 41,802 29,171 70,973 13,309 7,456 20,765

Grant

Total 91,738

(Source: Tables of Statistics of School Education (2007-08), www.mhrd.gov.in/statistics_data?tid_2=156)

31

From the above table 1.5, it can be observed that in all over the India, a total of 91,738

(0.2 percent of the total 4,44,75,476 enrolled children) CwD were enrolled in general

secondary and higher secondary schools of India. Out of these, about sixty percent

(55,111) were boys whereas about fourty percent (36,627) were girls. India. The majority

of them i.e. 39,107 (42.62 percent) were CwOI whereas 26,132 (28.48 percent), 10,919

(11.90 percent) and 3767 (4.10 percent) were CwVI, CwHI and CwMR respectively.

Figure 1.2: Schooling Level wise Enrollment of the CwD

(Source: Tables of Statistics of School Education (2007-08), www.mhrd.gov.in/statistics_data?tid_2=156)

From the above figure 1.2 it can be observed that the enrollment figure of the CwD is

decreasing as the schooling level increasing. Thus it is clear that the CwD either drop-out

from the school due to the inability to cope up with school activities or not receiving

proper supporting devices. The reason could also be lack of parental interest, weak

economic condition or lack of interest among general school community for promoting

inclusive education policy.

32

1.20 STATUS OF HIGHER EDUCATION OF YwD IN INDIA

According to the survey of National Council for Promotion and Employment of Disabled

Persons (NCPEDP, 2001), out of the total 322 universities of India, only 129 universities

responded. Fifty two universities clearly mentioned that they do not follow the three

percent reservation rule availed for the PwD. The following table 1.6 shows enrollment

figure of the students of four major category of disability in the universities of India.

Table 1.6: Enrolment of SwD in the Universities in India

Sr. No. Category of Disability Number of the SwD

1 Visually Impaired 311

2 Hearing Impaired 38

3 Orthopaedically Impaired 1,203

4 Mentally Retarded 22

Total 1,574 (Source: www.ncpedp.org)

From the table 1.6, it can be observed that, only 1,574 SwD were enrolled in all the 129

universities of India. Out of them, 1,203 were Students with Orthopaedic Impairment

(SwOI), 311 were Students with Visual Impairment (SwVI), thirty eight were Students

with Hearing Impairment (SwHI) and twenty two were Students with Mental Retardation

(SwMR). From the table 1.6, it can be observed that the enrollment of the SwD in higher

education is very less and there is no growth of their higher education as per the

enrollment figure of CwD either in general or special schools.

1.21 FACILITIES REQUIRED IN THE UNIVERSITIES FOR THE PwD

The PwD Act (1995) indicates that the PwD should have access to education at all levels.

In higher education, UGC is supporting universities and colleges in the country to involve

in special education activities to empower PwD. The MHRD announced Comprehensive

Action Plan for the Inclusive Education of Children and Youth with Disabilities (IECYD)

in 2005. So, disability friendly unit, scholarships similar as given to the SC/ST students,

special aids and assistive devices etc facilities should be available in all higher education

institutes for making higher education accessible to the PwD. The UGC (2009) notified to

all universities of India for strict implementation of PwD Act (1995) and for providing

33

the provisions and facilities to the PwD who are in higher education. Majority of the

universities of Gujarat are recognized by the UGC and nine universities among them are

funded by UGC so these universities need to follow the UGC provisions and have to

provide such facilities to PwD.

1.22 UGC SCHEMES FOR PwD

UGC is supporting universities and colleges in the country to involve in special education

activities to empower PwD. The UGC had started the scheme of assistance to

universities/colleges for Higher Education for Persons with Special Needs (HEPSN) from

the ninth five year plan which is basically meant for creating an environment at the

higher education institutions to enrich higher education learning experiences of PwD.

Creating awareness about the capabilities of PwD, construction aimed at improving

accessibility, purchase of equipment to enrich learning, etc., are the broad categories of

assistance under this scheme.

The discussion on the theoretical aspects of education for CwD and practices has made it

clear that a lot has been tried in the past, but based on the current status, still the problems

stand. The changing scene of education of CwD continuous to create new problems,

which means that studies on CwD and their education should be a continuous process.

Furthermore, as the education status of CwD improving at primary years it should be

improving at higher level too. Therefore, the approaches which have been tried in the last

three decades for the education of CwD have left scope for further trial. Perhaps a micro-

level study, like this one, on the CwD who are in higher education is needed to

understand their problems and needs from grass root level.

1.23 RATIONALE OF THE STUDY

For a very long time CwD were thought to be incapable of receiving education. This was

despite the fact that many distinguished PwD have made significant contribution to

science, arts and literature. To quote a few illustrations, Homer the immortal Greek poet

was blind. Saunderson, who was also a blind person, did most of the mathematical work.

Luise Braille who was a blind from his early childhood developed a revolutionary system

34

of reading and writing for the blind. Stephen Hawking who is severely physically

handicapped is regarded as one of the most leading physicist of the world. Beethoven a

famous musician was blind, deaf and dumb person, Hellen Keller who was blind, deaf

and mute from early childhood became a graduate and wrote number of books. So we

could say that PwD are not dis-abled but specially-abled.

The NPE (1986) has laid special emphasis on the removal of disparities and to equalize

educational opportunities by attending to the special needs of those who have been

denied equality so far. The main objective was to integrate the physically and mentally

handicapped with the general community as equal partners, and to prepare for normal

growth and to enable them to face life with courage and confidence. Due to insufficient

documentation, researches in the past fifty years, both India and abroad, are poorly

informed about India’s special educational needs and disability issues in the nineteenth

century. Until about 1947, the then provincial governments had taken sporadic interests

in the education and training of the handicapped, usually by giving adhoc grants to

schools and other institutions for the handicapped, and it emerges that it was voluntary

efforts that played a pioneering role in the field of education and social service (Gupta,

1984). Jangira et. al. (1988) mentioned that research in special education is a neglected

area of operation and it requires strengthening considerably if education of the SwD is to

be made an effective proposition. More research on accommodations, services and the

level of support given to SwD relative to their disability they possess is needed (DiFulgo,

2005). Ongoing research programmes on disability are limited in India. Although, one of

the objectives of NPPwD (2006) and the PwD Act (1995) is to support the research in

prevention and management of disability, the major focus is on the social upliftment,

monetary benefits (like job opportunities, exemption from taxes, pensions, etc.) and

providing rehabilitation facilities to disabled people (Walia, 2010).

The result of the survey conducted by the NCPEDP (2001) revealed that only 1,635 SwD

were enrolled in 129 universities of India. Among them fifty two universities were not

following the three percent reservation rule available for the PwD. In each Indian

University, thousands of students are studying every year, if we measure the expected

35

enrollment figure of SwD based on three percent reservation quota availed to them then

the enrollment figure of SwD should be more than the revealed which indicates that total

enrolment of SwD in the universities of India is very less. According to the UGC (2006),

six percent of India's youth population is in Universities and Colleges. Proportionately,

based on the most conservative estimate for the disabled youth population in the country

(NSSO, 2003), at least 3160,000 disabled youth should be in the Universities and

Colleges of India. However, just 1.2% of the 3.6 lack disabled youth, who should have

been studying according to India's norm for the general youth population, are in the

Universities and Colleges. It brings the stark reality into an established truth that India's

higher educational system is not accessible to 98.8% of its disabled youth. Also, Walker

(2008) reported that very few researchers have looked upon about the issues of

university/college going SwD.

EFA is one of the cherished goal for national development and efforts are being made in

order to realize this goal. One of the difficulties in the realization of the Universalization

of Primary Education (UPE) goal refers to non-enrolment and dropout of CwD. It is

therefore necessary that the CwD receive greater attention to benefit under the UPE goal.

The SSA (2007) reports note a steady increase in the numbers of SwD in schools from

6,83,554 in 2002-03 to 26,21,077 in 2007-08. So, the question emerges here that, why the

numbers of SwD is not increasing in higher education same as schooling level? What is

the status of SwD in higher education? What kind of problems SwD are facing in higher

education? The present study attempts to find answers of these questions.

Based on the Census (2001), the literacy rate of the disability population in Gujarat was

very low as it stood at 3.59 percent of total literacy population of Gujarat and 9 percent of

total literacy disability population of India.

Present study focuses upon the enrolment figure of SwD, various problems of the SwD,

their family background, their need and the supporting services provided by the

universities of Gujarat State to the SwD. The survey of NCPEDP (2001) reveals that out

of the 129 respondent universities of India, only Veer Narmad South Gujarat University

36

(SGU), Surat responded from the Gujarat while other universities did not respond. So it is

important to study the enrollment figure of PwD in the universities of Gujarat in order to

bring the comprehensive picture regarding the enrollment of SwD in higher education in

Gujarat. In higher education, most of the students without disability are facing various

problems and regarding their problems various studies have been conducted in India but

no single study focused on the problems of SwD in India who are receiving higher

education. The study of Pathak (1984) reveals that poor academic achievement and

physical disability were found to be highly relative and academic performance of SwD

was average/poor and they are facing various educational problems (Mathur, 1985). But

what kind of academic as well as non-academic problems SwD are facing is still

unanswered. Therefore, it is also necessary to study the problems faced by the SwD and

what they need to overcome their problems. The UGC (2009) notified to all universities

of India for strict implementation of PwD Act (1995) and for providing the provisions

and facilities mentioned in the act. So it is equally important to study the provisions and

facilities provided by the universities to the SwD. Despite having disability, there could

be many PwD who succeeded in education. They can be role-model for other fellow

SwD. Also, other SwD can motivate and learn great lesson from the life of the successful

SwD. So, the researcher wanted to conduct case studies on academically high achiever

SwD as well as academically low achiever in order to find out the reasons for their high

achievement and low achievement. Hence, in the light of above, it has been thought of to

undertake a study on SwD that focuses on their enrollment figure in the universities, their

problems and needs, help-seeking behavior and reasons of their success and failure. The

review of related literature helped the investigator to develop insight into the SwD and

their educational life. However, for the comprehensive conceptualization of the area, the

following questions need to be studied systematically.

1.24 RESEARCH QUESTIONS

It would be unwise to comment here about the reviewed studies. However, the review

succinctly raises a few questions which need to be examined thoroughly. It should be

remembered that these questions should be examined in the light of the policies, facilities

37

and provisions for the education of the PwD made by the government and practiced in the

state. The questions are:

� What is the status of SwD in the universities of Gujarat?

� What are the reasons of difference between the SwD and students without

disability in institutional adjustment, social adjustment and total adjustment?

� Whether disability prevents SwD to participate in curricular and co-curricular

activities or not?

� What is the extent of utilization of facilities offered by the universities of

Gujarat?

All these questions therefore, call for more indepth study in order to present a real picture

regarding higher education of the SwD. In the present study, an attempt is made to seek

answer to these questions.

1.25 STATEMENT OF THE PROBLEM

A STUDY OF STUDENTS WITH DISABILITY IN THE UNIVERSITIES OF

GUJARAT

1.26 OBJECTIVES OF THE STUDY

1. To study the enrolment figure of the students with disability in the universities of

Gujarat.

2. To study the educational profile of students with disability in the universities of

Gujarat.

3. To study the academic, social, financial and health related problems of students

with disability in the universities of Gujarat.

4. To study the help-seeking behaviour of students with disability in the universities

of Gujarat.

5. To study the facilities provided to the students with disability by the universities

of Gujarat.

6. To study the needs of students with disability to overcome their problems.

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7. To conduct case studies on selected academically high achiever and low achiever

students with disability in order to find out the reasons of their success and

failure.

1.27 EXPLANATION OF THE TERMS USED FOR THE PRESENT STUDY

Educational Profile

Personal information, educational qualification, activities, family background, type and

nature of disability, present position and information regarding scholarship and

vocational training received by the SwD are considered as the educational profile for the

present study.

Students with Disability

For this study the term Students with Disability is used in relation to:

� Students with orthopaedically impairment

� Students with hearing impairment

� Students with visual impairment

� Students with Mental retardation

Help-seeking behaviour

Here help-seeking behaviour means the desire of the SwD for the help from others either

for their academic or personal work.

Academically high achiever

Here academically high achiever means those SwD from the sample of three different

categories of disabilities who have scored high percentage of marks in their last

examination.

Academically low achiever

From the sample of three different categories of disabilities, in each category those SwD

who have scored low percentage or marks have been considered as academically low

achiever.

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1.28 DELIMITATION

� For this study the term SwD is used in relation to:

a) Students with orthopaedically impairment.

b) Students with hearing impairment.

• Mildly hearing impairment: Decibel (dB) level � 26 to 40 dB � upto fourty

percent of impairment

• Moderate hearing impairment: dB level 41 to 55 dB � fourty one percent to

sixty percent of impairment

• Severe hearing impairment: above 55 dB level � above sixty percent of

impairment

c) Students with mental retardation.

• Educable mentally retard group: Intelligent Quotient (IQ) � 50-70

d) Students with visual impairment

• Totally blind (100 percent of impairment)

• Partially sighted or one eyed person

� The present study was delimited to the UGC recognized and funded universities

of Gujarat offering only formal education.

� Further the present study was delimited to the SwD enrolled on three percent

reservation seats availed to them in various teaching departments of the

universities of Gujarat only.

1.29 ORGANISATION OF CHAPTERS

Present study is reported in six chapters. Details regarding the chapters have been

presented below:

Chapter I: Chapter I is entitled as `Introduction’. This chapter deals about the conceptual

framework of the study including the components like, concept, definition and categories

of disability, characteristics of young CwD, meaning, definition & aim of special

education, objectives of special education, principles of special education, origin of

special education, special education in other countries, development of special education

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in India, various educational policies of special education, major legislative acts, UGC

schemes for the persons with disability, VOs working for the PwD, present scenario of

persons with disability in Gujarat, scenario of universities in the Gujarat, rationale,

research questions, statement of the problem, objectives, definition of terms, operational

definition of the terms, and the scheme of the chapters.

Chapter II: Chapter II is entitled as `Review of Related Literature’. This chapter

provides the overview of the review of related research work done in the area of

education of the SwD along with the implications of the review of related literature on

the present study.

Chapter III: Chapter III is entitled as `Methodology’. This chapter deals with the

methodological procedures used in the present study including the major points like,

design of the study, population, sample, procedure of sample selection, tools for data

collection, development of tools, procedure of data collection and data analysis

techniques used in the present study.

Chapter IV: Chapter IV is entitled as `The Setting’. This chapter deals with the profile

of Gujarat state, education in Gujarat, scenario of the PwD in Gujarat and the status of

education of CwD in Gujarat.

Chapter V: Chapter V is entitled as `Data Analysis, Major Findings, Discussion and

Conclusion’. This chapter deals with the analysis and interpretation of data related to the

information schedule of the universities, information schedule of the teacher departments

of the universities, questionnaire of SwD, interview of academically excellent and

academically poor SwD. This chapter also includes major findings of the study,

discussion of the findings, and conclusion.

Chapter VI: Chapter VI is entitled as `Summary’. This chapter deals with the summary

of the whole study and suggestions for further research.

This chapter is followed by bibliography and appendices.